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EDUC 3332 Pedagogy
Fairmont State University Pedagogy of Literacy Midterm Study Guide
| Question | Answer |
|---|---|
| What was Piaget's theory? | Cognitive Development |
| How did Piaget believe children constructed knowledge? | through their engagement with the environment |
| What are three important key terms of Piaget's theory? | schemata, assimilation, accommodation |
| Schemata | cognitive organizational structures |
| Assimilation | organizing stuff into the same schema |
| Accommodation | organizing stuff into a different schema |
| What was Vygotsky's theory? | Sociocultural Theory |
| How did Vygotsky believe children constructed knowledge? | through their interactions with peers and adults |
| What are two important key terms of Vygotsky's theory? | ZPD, scaffold |
| ZPD | zone of proximal development; range of tasks that can be completed with help |
| Scaffold | providing supports then gradually taking them away so students can learn how to work independently |
| What are the four language systems? | phonological, syntactic, semantic, pragmatic |
| Phonological System | the sounds of language |
| Syntactic System | the structure of language; how words are combined into sentences |
| Semantic System | the meaning of language; how words can mean different things or have different shades of meaning |
| Pragmatic System | the social use of language; varies according to purpose and audience |
| What category do morphemes fall into? | syntactic |
| Morpheme | smallest meaningful unit of language that change the meaning of words |
| Free Morpheme | morpheme that can stand alone as a word (ex: bound) |
| Bound Morpheme | morpheme that must be attached to a free morpheme (ex: REbound) |
| What is the language of school culture? | standard English |
| What is the type of English used for instruction? | academic language |
| There are _____ sounds represented by _____ letters in our alphabet. | 44, 26 |
| Strategies | problem solving methods or behaviors used deliberately |
| Skills | information-processing techniques used automatically |
| What are some examples of strategies? | organizing, blending, summarizing |
| What are some examples of skills? | comprehending, reading high-frequency words, skimming, using punctuation |
| What is the goal of language arts instruction? | to develop communicative competence |
| Literacy | ability to learn to speak, listen, read, write and think |
| What is the goal of reading? | comprehension |
| Self-Efficacy | person's sense of being able to deal effectively with a particular task |
| What do those with a high sense of self-efficacy attribute their failures to? | a lack of ability |
| What are the stages of the writing process? | prewriting, drafting, revising, editing, publishing |
| Writing is a _____ process. | recursive |
| Prewriting | "getting ready to write," most neglected stage, choosing a topic, considering a purpose/audience |
| Drafting | "getting your ideas down," write a rough draft, focus on getting everything down |
| Revising | clarify and refine ideas in drafts; focus on reorganizing content not conventions |
| Editing | putting writing into its final form; goal is to make writing optimally readable |
| Publishing | best way to encourage revising and editing; publishing in its appropriate form to the appropriate audience |
| What are the four purposes for writing? | describe, narrate, inform, persuade |
| What are the six writing genres? | argumentative, descriptive, expository, journals/letters, narrate, poetry |
| Argumentative Genre | study sides of an issue, develop logical reasons, present both sides |
| Descriptive Genre | describe a person place or thing to form a picture in the reader's mind |
| Expository Genre | explanation of a specific topic with facts and supporting details |
| Journals/Letters | where students can write to themselves in a low-stake environment |
| Narrative Genre | create a basic plot that hooks readers and has good sequencing |
| Poetry | create word pictures, playing with rhyme/syllables |
| Mentor Text | published piece of writing whose idea, structure or written craft can be used to inspire a student to write something original |
| What are the six traits of writing? | ideas, organization, voice, word choice, sentence fluency, conventions |
| Ideas | content and main theme of the message with details that help develop the message; reason we are writing |
| Organization | internal structure of the writing, thread of the central meaning, logical pattern |
| Voice | feeling, heart & soul of the piece, gives writing personality, where the writer speaks directly to the reader |
| Word Choice | use of rich, colorful, precise language that moves the reader and makes our writing come alive |
| Sentence Fluency | rhythm and flow of language that is well built |
| Conventions | mechanical correctness of the piece |
| Differentiation | approach that acknowledges reality that students learn in different ways |
| What are the three things we can differentiate? | content, process, product |
| Differentiation of Content | what you are teaching |
| Differentiation of Process | activities you are assigning students |
| Differentiation of Product | how you let students show what they know |
| What are the four components of the Louisiana family framework? | accessible, inclusive, proactive, visible |
| What are the six language arts? | listening, speaking, reading, writing, viewing, visually representing |
| Listening | understanding spoken language |
| What is the most basic and most used language art? | listening |
| What are the four purposes for listening? | discriminative, aesthetic, efferent, critical |
| Discriminative Listening | listening to distinguish among sounds |
| Aesthetic Listening | listening for pleasure or enjoyment |
| Efferent Listening | listening to understand or learn something |
| Critical Listening | listening to evaluate messages |
| Speaking | communicating ideas through oral language |
| What language art is often neglected? | speaking |
| What are the two types of speaking our students should know? | formal and informal |
| Reading | understanding written language |
| What are the five stages of the reading process? | prereading, reading, responding, exploring, applying |
| Prereading | done before reading; meant to activate background knowledge, introduce the text, set a purpose for reading, etc. |
| What are the five types of reading? | read aloud, shared, guided, buddy, independent |
| What is the purpose of responding? | deepen comprehension of a text |
| What is the purpose of exploring? | analyze different aspects through close reading and examine author's craft |
| Writing | communicating through written language |
| What are the five phases of beginning writing? | picture, scribble, random letter, invented spelling, conventional |
| Viewing | understanding visual images and connecting the accompanying spoken or written words |
| Visually Representing | using images, videos, hypertext, story quilts, etc. to show what students have learned |
| Which one is teacher based: viewing or visually representing | viewing |
| Which one is student based: viewing or visually representing | visually representing |
| What are four ways to teach the six language arts? | literature focus units, literature circles, reading and writing workshops, thematic units |
| Literature Focus Units | focusing your lesson around a featured selection |
| Literature Circles | meeting in small groups to read and respond to texts |
| Reading and Writing Workshops | fostering reading and writing that is authentic |
| Thematic Units | integrating history, science and other subjects with ELA |
| Emergent Literacy | reading and writing skills children develop before they can read and write conventionally |
| What are the three components of emergent literacy students usually have? | written language concepts, environmental print, alphabet concepts |
| Written Language Concepts | principles that underly written communication (phonetics, syntax, genre) |
| Environmental Print | print found in everyday surroundings |
| Alphabet Concepts | idea that letters represent sounds |
| What are the three types of phonics instruction? | synthetic, analytic, analogy-based |
| Synthetic Phonics | individual sounds and how to blend them into word pronunciation |
| Analytic Phonics | analyze letter-sound relationships in previously learned words |
| Analogy-Based Phonics | use parts of word families to decode unknown words |
| When do students see the change from learning to read to reading to learn? | third grade |
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haileyjordan91
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